2008 개정 기본교육과정에 따른 음악교과서 분석

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The research on the 2008 revision of basic curriculum special schools 'musical 3' a textbook analysis of activity by area and 8th revisions of the curriculum and textbooks for a variety of musical learning and improvement of the textbook published in 2010, to find 'Music 3' textbooks were analyzed.
Perception of the purpose of activities, expressive activities, listening activities, music, three steps in three areas: the configuration of the conclusion follows.

First, the perception of music, three levels of learning activities to know the elements of music, music symbol to know, to know the type of instruments, playing music, the use of forms and is composed of knowing. Total 53 13 oegukgok learning content and agitation . there are 13 foreign folk songs late activity occupies more than half of Musical Pieces. Musical Pieces set with the middle and high school levels for major pioneers, like waiting, and Schubert's lullaby, Santa Lucia, live in the liquidation of such high-level understanding of special education students and is organized according to musical attributes. Particularly exposed to music in everyday life and leisure in the economic life of the musical concepts are organized to apply leverage.

Second, the musical representation of three-step learning activities with the right attitude, singing and instrument handling, to creative activities are organized. Music to sing with the right attitude to see how the color to sing gyeyireum view, semachi rhythm and singing according to the view called Miryang Arirang part presents the various ways of expression.
Instruments dealing with the colors to play the xylophone music reports, view call nuilririya rituals according to the rhythm, the striking chestnut called jajinmori View, etc. according to the rhythm of students singing the song to play a musical instrument for the integration activities related learning activities are presented.
Creativity to the lab to listen to music and singing the view, the lyrics changed the fun call to view, Tchaikovsky's' Arabian Dance 'and' reed dance while listening to the beat for dancing views and creative activities depending on the features interesting and your own can express the personality of the sanctions were selected. Unfortunately, one kind of 'rhythm, the rhythm of the flow creates a similar view', except in three steps outlined in music than in learning a little more accessible and easy to learn real-life subjects and creative activities that can be inconvenient spots insufficient parts.

Third, appreciation of music, three levels of learning activities to understand the subject and content of music, music, leisure activities are organized to take advantage. Appreciation the perception activity, expressive activities, listening activities, the activities of Phase 3 of the music, the proportion of low-activity accounts for most students with mental retardation, but the music of the easiest methods of learning has the advantage of proximity. To understand the subject and content of music in the memories (musical), Serenade (Classical), Strings Music Musical Pieces composed of a variety of visual recall and recall, especially sacred string, chwita, Traditional Music and Musical Pieces sujecheon experience and the rhythm of the music through the country to take advantage of to be presented.
To use music as a leisure activity like going to call the View, Listen To Fur Elise, the beautiful views such as chorus, special education students encounter in daily life can easily learn information presented.
Alternative Title
Analysis of music textbook 3 to the revised basic curriculum for special school in 2008
Alternative Author(s)
Kim Nam Woong
조선대학교 교육대학원
교육대학원 특수교육
Awarded Date
2011. 2
Table Of Contents
표목차 ⅱ

Ⅰ. 서론 1
1. 연구의 필요성 및 목적 1
2. 연구문제 3

Ⅱ. 이론적 배경 4
1. 개정 기본교육과정 음악과 교육의 목표 및 내용 4
2. 개정 기본교육과정 음악과 단계별 내용 및 지도 방법 8
3. 개정 기본교육과정 '음악3' 교과서의 지도내용 및 제재곡 내용 19
4. 선행연구 고찰 37

Ⅲ. 연구방법 40
1. 분석대상 40
2. 분석기준 40

Ⅳ. 연구결과 41
1. '음악3' 교과서 내용 분석 결과 41
2. '음악3' 교과서 활동 영역별 분석 결과 46

Ⅴ. 결론 및 제언 56
1. 결 론 56
2. 제 언 58

참고문헌 60
표 목 차

음악과의 내용 체계 7
'음악'3 교과서 지도 내용 20
'음악3' 교과서의 제재곡 내용개요 29
'음악3' 교과서를 분석하여 종합한 악곡의 분류 41
'음악3' 교과서를 분석하여 종합한 조성의 분류 42
'음악3' 교과서에 나오는 박자의 분류 43
'음악3' 교과서에 나오는 우리나라 작사자의 분류 43
'음악3' 교과서에 나오는 외국 작사자 및 기타 곡의 분류 44
'음악3' 교과서에 나오는 작곡자의 분류 44
'음악3' 교과서에 나오는 외국작곡자 및 기타 곡의 분류 45
'음악3' 교과서에 나오는 음악활동 영역의 분석결과 46
'음악3' 단계 지각 활동의 단계별 내용 47
'음악3' 단계 지각 활동 내용 분석 47
'음악3' 단계 표현 활동의 단계별 내용 50
'음악3' 단계 표현 활동 내용 분석 50
'음악3' 단계 감상 활동의 단계별 내용 54
'음악3' 단계 감상 활동 내용 분석 53
조선대학교 교육대학원
김남웅. (2010). 2008 개정 기본교육과정에 따른 음악교과서 분석
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Education > Theses(Master)(교육대학원)
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